Module10Unit1Whereareyougoing（教學(xué)設(shè)計(jì)）外研版英語五年級(jí)下冊

Teachingcontent外研版五下Module10Unit1Whereareyougoing？TextbookAnalysis本課是新標(biāo)準(zhǔn)英語五班級(jí)下冊第十模塊第一單元的內(nèi)容。課文圍繞大明將要去所做預(yù)備及方案綻開綻開，要求同學(xué)把握where，what，how，who，when搭配begoingtodo將來時(shí)的用法。本模塊主要用將來時(shí)制定一些旅行方案，有助于同學(xué)樹立良好的生活習(xí)慣。Teachingaims(一)Languageknowledgegoals：1.Sscanbeabletolisten,speakandreadthewordsandphrases：when,end,nervous,allright,airport,ticket,passport,safe.2.Sscanbeabletousethesentences:Whatareyougoingtotake?Iamgoingtotake…whereareyougoing?Iamgoingto…todescribethetravelplaninthefuture.(二)Languageskillsgoals：Sscanbeabletousethesentences:Whatareyougoingtotake?Iamgoingtotake…whereareyougoing?Iamgoingto…todescribethetravelplaninthefuture.(三)Emotionalgoals:Guidestudentsmakeaplanbeforetheirtravellingandprotecttheenvironmentduringtheirtravelling.Teachingimportantpoints1.Wordsandphrases：when,end,nervous,allright,airport,ticket,passport,safe.2.Sscanbeabletousethesentences:Whatareyougoingtotake?Iamgoingtotake…whereareyougoing?Iamgoingto…todescribethetravelplaninthefuture.TeachingdifficultpointsSscanbeabletousethesentences:Whatareyougoingtotake?Iamgoingtotake…whereareyougoing?Iamgoingto…todescribethetravelplaninthefuture.TeachingproceduresSteps老師活動(dòng)同學(xué)活動(dòng)設(shè)計(jì)意圖StepI．WarmupGreetingandenjoyasong.Teacherplaysasongabouttravel,letthestudentsstandupandlisten.Ssstandupandthink:what’sthesongabout?通過歌曲活潑課堂氣氛，并讓孩子們思索歌曲主題代入本節(jié)課主題：travelStepII．PrereadingUseamindmaptoreviewwhat,where,who,how,whenquestionstheyhavelearnedinModule6.SsenjoypicturesandpracticebegoingtosentencesS1/S2/S3:Iamgoingto….S1/S2/S3:Iamgoingthereat…S1/S2/S3:Iamgoingtotaketicket，passport，clothes…S1/S2/S3:…isgoingtherewithme.S1/S2/S3:Iamgoingthereby…激活舊知，用舊知引新知。依據(jù)問答和圖片方式讓孩子們關(guān)心老師做旅行方案，并學(xué)習(xí)本節(jié)課的將來時(shí)的相關(guān)目標(biāo)句型。同時(shí)，把本節(jié)課教學(xué)目標(biāo)和思維導(dǎo)圖結(jié)合，讓同學(xué)初識(shí)類似文本中利用思維導(dǎo)圖提取的關(guān)鍵信息。AskandanswerTeachershowspictureandask:T:IfyouareMs.Song,whereareyougoing?T:Whenareyougoingthere？T;Whatareyougoingtotake？T:Whoisgoingtherewithyou?T:Howareyougoingthere?Teachershowsamindmapoftravellingaccordingtostudents’ideas.StepIII.WhilereadingPicturereading：Daming’stripAskandanswer：Teachershowsapicture,andlettheSsdiscusssomequestionsaboutDaming’strip.T:canyouasksomequestionsaboutDaming’strip?Askandanswer.Ssasksomequestions.Ss:whereishegoing?Ss:whenishegoing?Ss:whatishegoingtotake?Ss:whoisgoingwithhim?通過同學(xué)問的問題和答復(fù)，再次明確文本中的關(guān)鍵信息，利于后面思維導(dǎo)圖的輸出ListenandreadandmakeamindmapofDaming’stripT:Letlistenandreadthepassageandfinishthemindmaponyourtasksheet.Sstrytodrawamindmapaccordingtotheirquestions.同學(xué)利用思維導(dǎo)圖獵取文本信息RetellthepassageaccordingtothemindmapStudentsdiscussandretellthepassage檢測同學(xué)提取信息的力量和思維導(dǎo)圖的設(shè)計(jì)StepⅣ.PostreadingShowapassageaboutLucy’stravellingplanandletSsdrawamindmapSsworktogetherandtrytodrawamindmap同學(xué)自己繪制思維導(dǎo)圖，提取文本信息。Leadintheemotionalgoals.Ssperceivetheemotionalgoals.情感教育，做好方案支配，文明出游。StepⅤ.SummaryTeacherleadstheSssumupwhattheyhavelearnttoday.Sssumupwhattheyhavelearnttoday.同學(xué)通過總結(jié)明確今日所學(xué)學(xué)問。StepⅥ.HomeworkTheteacherassignsthehomework.Ssmakeanoteofthehomework.作業(yè)可以讓同學(xué)對思維導(dǎo)圖把握更加堅(jiān)固。StepⅦEvaluationTeacherannouncesthewinner.Sscongratulatethewinner.BlackboarddesignModule10Uni